Reflective Journal

Reflective Journal

Sasha Claughton

Contents Page 2 – Development, Teaching and Learning reflections    

Child development Learning theories Inclusive classrooms Assessment

Page 14 – Language and Literacy in Early Childhood  

E-book learning station – fluency Learning station – vocabulary

Page 18 – The Artistic and Expressive Child  

Importance of visual art instruction for students Developing confidence in music teaching

Page 28 – Physical Development, Movement and Health   

Year 4/5 Health lesson Year 1 Health lesson Year 4 Physical Education lesson

Page 35 – Teaching Mathematics in the Early Years 

Using thinkboards in mathematics

Page 38 – Classroom Management Strategies 

Reflection on the use of CMS in the classroom

Page 39 – Integrated Studies from K-7: Focus on Science 

Reflection on diagnostic assignment investigating what children know about science.

EDUC 5485 Development, Teaching and Learning Reflective Journal Sasha Claughton Student Number: 21279773

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Reflection 1 – Child Development Early is early (or is it?) Reporting Week two focussed on the concept of ‘Early is Early: The importance of the early years in child developmental learning’. This was outlined in Professor Trevor Parry’s lecture, the reading of ‘The Long Reach of Early Childhood’ (McCain, Mustard & Shanker, 2007), and the reading from Woolfolk and Margetts (2010). The lectures and readings explained how the brain develops, why the early years were so important and some of the lasting impacts of poor early brain development. Responding Initially the topics covered this week concerned me a little, as I thought that perhaps if some children had limited brain development in early childhood, there might be little that I can do to help struggling students later on in primary school. I think that the lectures and readings were meant to encourage us understand the importance of these early years, although it did make me feel a bit uneasy. Relating Professor Trevor Parry (2013) outlined the importance of early brain development, stating that the quality of the brain architecture of the maturing brain can establish long term learning and behaviour patterns. The reading from McCain et.al. (2007) also outlined that it is difficult to alter the functions of neural pathways established during early life. Woolfolk and Margetts (2010) also seem to agree, outlining that the brain’s plasticity, or ability to develop new neural pathways is greatest during the early years of life. Despite this, it is still possible for teachers to have an impact on older students with learning difficulties. Early identification and intervention for children with developmental difficulties is critical, as it is more difficult to change patterns of functioning as a person gets older (Woolfolk & Margetts, 2010). More difficult, but not impossible. Although the brain develops most rapidly during early childhood, learning and changes to the brain continue over a lifetime (Woolfolk & Margetts, 2010). Older children may need additional time to master new skills, as the myelination of neuron fibres is influenced by experience and repetition, and this myelination process is not as rapid later on as it is in the early years (Woolfolk & Margetts, 2010). This topic relates closely to National Teaching Standard Number 1, because it is essential to understand the processes of the brain in order to understand how children learn (AITSL, 2010). It also relates to National Standard number 3, as an understanding of neuroscience and brain development can help teachers to understand the importance of planning for intervention for students that may require it (AITSL, 2010). Reasoning Although I have previously been aware of the importance of early intervention and exposure to literacy and numeracy ideas, I had never realised the full impact that this early stimulation and exposure can have on children’s development throughout their lives. I also hadn’t previously realised the extent to which I may have to plan for interventions in literacy 2

and numeracy for students in upper primary as well as lower primary school. I am pleased to read that it is still possible to have a positive effect on older students through appropriate interventions, as was shown in studies of interventions in year 6 students who showed significant improvements in reading fluency after intervention programs (Graves, Brandon, Dueshery, Mclntosh & Pyle, 2011), and Solis et.al. (2012) synthesis of 30 years of research into reading interventions for middle school students with learning disabilities. Reconstructing I believe that this knowledge of the importance of early brain development, and how this brain development changes as children age, will help me to ensure that I am always following my students’ progress very carefully to enable me to plan for interventions if necessary. The sooner in the year that I can pick up on any difficulties, the sooner I can start planning well designed and consistent interventions to try and assist the student. Much research has already demonstrated the success of late interventions. Solis et.al. (2012) synthesis found that there are several instructional practices that teachers can use with confidence to improve reading comprehension, including main idea strategy instruction, use of self-monitoring tools for students and, most consistently, the use of modelling, feedback, and opportunities for practice (Solis et.al. 2012). I think it will be very important to educate myself further as to the success rates of different intervention programs for older children, referring to the research when necessary. References Australian Institute for Teaching and School Leadership, (2010). Australian Professional Standards for Teachers – Graduate teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers McCain, M.N., Mustard, J.F. & Shanker, S. (2007). The long reach of early childhood. In Early Years Study 2. Putting the Science into Action (Chapter 1, pp. 17-58). Toronto, Canada: Council for Early Child Development. Graves, A.W., Brandon, R., Dueshery, L., Mclntosh, A. & Pyle. N.B. (2011). The effects of tier 2 literacy instruction in sixth grade: Toward the development of a response-to-intervention model in middle school. Learning Disability Quarterly, 34(1), 73-86. Parry, T. (2013, March 4th). Child development and learning – The importance of the early years. [Lecture]. Retrieved from UWA lecture capture system. Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B & Leroux, A. (2012). Reading comprehension interventions for middle school students with learning disabilities : A synthesis of 30 years of research. Journal of Learning Disabilities. 45(4), 327-340. Woolfolk, A., & Margetts. K. (2010). The developing brain. In Educational Psychology (pp. 2833). Frenchs Forest, NSW: Pearson Australia.

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Reflection 2 –Learning Theories Reinforcement and Punishment Reporting Week seven focussed on constructivist and behavioural learning theories. In particular this reflection looks at aspects of the behavioural model of learning. Behavioural theories of learning and their application were presented in the lecture given by Professor Peter Morrotsy (2013), and the reading from Woolfolk and Margetts (2010). Both constructivist and behavioural theories of learning were discussed in the workshop. The lecture and readings presented some cautionary advice regarding the use of some types of behavioural theories, such as the potential risks associated with the use of reinforcement and punishment. Responding Within this broad topic, I have focussed in on one aspect of behavioural learning, reinforcement and punishment. I was interested to discover that learning through these methods may not create lasting behaviours, and that many believe that they may also affect intrinsic motivation. I was quite surprised to see how much debate there was surrounding the legitimacy of these claims, and how varied our opinions were in the workshop regarding behavioural versus constructivist methods of learning. The challenge for me will be to work out when and how I could best use behavioural methods of learning within my own classroom. Relating Throughout my schooling years, behavioural methods of learning such as reinforcement and punishment were common. My experiences of these methods were positive overall, but during the workshop and through additional research, it became apparent that there are many conflicting views surrounding the use of behaviourist methods of learning. It is essential that I develop a good understanding of the research surrounding reinforcement and punishment, as there are many aspects of learning styles which are addressed in the National Professional Standards for Teachers, particularly 1.2, understanding how students learn, and 4.3, manage challenging behaviour (AITSL, 2010). There has been much debate about the effects of the use of extrinsic forms of motivation such as punishment and reinforcement over the past 30 years (Akin-Little, Eckert, Lovett & Little, 2004). Woolfolk and Margetts (2010) point out that one risk associated with the use of punishment is that it can supress the behaviour in the presence of the punisher, but not at other times, and that it does not tell the offender what to do, only what not to do. Clark (1998) found the traditional way of discipline, including punishment, to be unworkable. Woolfolk and Margetts (2010) encourage teachers to use negative reinforcement rather than punishment. It seems that the majority of research points to the either caution against using punishment, or at least the very cautious use of punishment. Curry and Johnson, and Kohl, as cited in Moberly, Waddle and Duff (2005) believe that the use of rewards can establish an air of competition and kill creativity and interest in the task. Others have concluded that little detrimental effect is found with the use of external reinforcement (Akin-Little, et.al. 2004). Moberly, et.al. (2005) found that although most respondents in their study chose instructional practices of the teacher as the most positive 4

influence on behaviour, the majority still chose extrinsic rewards as their main source of motivation. This may be due to the ‘quick fix’ of external motivators where teacher skills in planning and implementing improved pedagogy are perhaps lacking (Moberly et.al. 2005). Bennett and Smilanich (as cited in Moberly et.al. 2005) made a strong case that much misbehaviour can be prevented through good instructional practices. Akin-Little et.al. (2004, p. 359) agree, stating that “the logical solution is not to eliminate programmed reinforcement, but to use effective programmed reinforcement strategies”. While the literature is in disagreement about whether reinforcement is detrimental or not, it appears that there is at least some agreement about the importance of using good instructional practices before relying on behaviour methods. Reasoning Reading around this area really focussed my attention on the potential risks and benefits of extrinsic motivators such as punishment and reinforcement, and the need for care in ensuring their correct use in the classroom. It was interesting to note that there are many people who believe that using a good instructional practises and ensuring adequate engagement within a classroom is more efficient than the constant use of reinforcement techniques (Clark, 1998 and Moberly et.al. 2005). I agree with this assessment and feel that I will need to ensure that I develop skills in using good instructional practices to ensure that I am well equipped to offer my students engaging learning opportunities, and to minimise my reliance on the use of behavioural methods. In addition, I can see now that due to these widely varying views on behavioural methods of learning, I will have to be prepared to validate my decisions to use these methods to parents, principals and other concerned parties. Reconstructing Research and reading in this topic has lead me to believe that it is important to ensure good pedagogy, engaging lessons and the establishment a culture of mutual respect and care within the classroom. I believe that using this as a base will decrease my reliance on behavioural methods, and encourage students to develop intrinsic motivation. I am likely to still use some behavioural methods of learning in my classroom, but with care, planning and by ensuring that I take individual student needs into account. I believe that I will always try using reinforcement in preference to punishment, and in a positive way to try and teach the student positive behaviours. I feel that I have gathered a lot of ideas about the issues and concerns surrounding these behavioural methods which will help to give me a solid base for further exploration on my own as I develop my own teaching philosophy. As I develop this teaching philosophy, I will need to ensure that I can support my choice in learning theory with adequate research, and stay abreast of all current developments in this area.

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References Akin-Little, K.A., Eckert, T.L., Lovett, B.J. & Little, S.G. (2004). Extrinsic reinforcement in the classroom: bribery or best practise. School Psychology Review, 33(3), 344-362. Australian Institute for Teaching and School Leadership, (AITSL) (2010). Australian Professional Standards for Teachers – Graduate teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers Clark, C. (1998). Discipline in schools. British Journal of Educational Studies, 46(3), 289-301. Moberly, D.A., Waddle, J.L. & Duff, R.E. (2005). The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 25(4), 359-366. Morrotsy, P. (2013, April 8th). Views of Learning – Constructivist and Behavioural. [Lecture]. Retrieved from UWA Lecture Capture System. Woolfolk, A., & Margetts. K. (2010). Educational Psychology. Frenchs Forest, NSW: Pearson Australia.

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Reflection 3 – Inclusive classrooms Inclusive classrooms Reporting The lectures, readings and workshops in weeks 9 and 10 focussed on inclusive education and equity and diversity in the classroom. Two lectures were given on inclusive education and culturally diverse classrooms (Striepe, 2013 and Glasgow, 2013). Readings from Woolfolk and Margetts (2010), Marsh (2010) and Carrington, et.al. (2012) looked at learner differences and needs, culture and community and inclusive education. The main focus for this unit was the importance of recognising and including different cultures within the classroom, and of ensuring students with disabilities are well catered for in their learning. Relating Although I was aware of the need for differentiation in teaching, I was not aware of the extent to which I would need to differentiate the curriculum to cater for students with disabilities. Given the wide range of disabilities I may encounter, this seems quite daunting. I feel that I lack knowledge in this area and need to work further on my understanding of classroom practices relating to this issue. For this reason, this reflection will focus on inclusive education for students with disabilities. Reasoning Although I have had experiences with people of varied cultures, I have had little experience with people with disabilities. As a school in the 80’s and early 90’s, it was rare to see a student with a disability. This all changed in the early 90’s with the introduction of the Disability Discrimination Act 1992, which ensured that students with a disability have access to educational services (Woolfolk & Margetts, 2010). In August 2005, the federal government also created the Disability Standards on Education, which set out the rights of students with disability and the responsibilities of education providers (DEEWR, 2005). These changes are evident today in my own children’s classrooms, where there are often students with various disabilities within the classroom. Inclusive classrooms are now very much a reality in Australia, and in fact many countries around the world. It is now a legal requirement of all schools in Australia to be inclusive, and it is discriminatory to exclude any child from a classroom based on a disability (Glasgow, 2013). Obiakor, Harris, Mutua, Rotatori and Algozzine (2012, p. 477) believe that “to increase normalcy in their lives, all individuals with disabilities should be educated with their peers without disabilities in environments that are inclusive”. There are a wide range of disabilities that teachers may encounter, and it is known that approximately 8% of Australian children under the age of 15 have a disability, and these may include intellectual, behavioural and physical disabilities of varying degrees and severity (Woolfolk & Margetts, 2010). Carrington, et.al. (2012) discuss the important role that teacher preparedness plays in ensuring the success of an inclusive classroom. They go on to say that “teacher attitudes, beliefs and values play a key role in creating inclusive classrooms and schools” (Carrington, et.al. 2012). Booth and Ainscow (2002) point out the importance of ensuring that inclusive 7

education does not only include students with disabilities, but also recognises the importance of including all students, and differentiating teaching so that all children can experience success. Understanding how to successfully create inclusive classrooms is essential if we as teachers are to address the National Professional Teaching Standards (AITSL, 2010), particularly standard 1.5, differentiate teaching to meet specific learning needs of students across the full range of abilities. Reasoning Further reading on this topic has helped me to understand the importance of my role as a teacher to ensure that my classroom is inclusive to all students, including those with disabilities. It is not practical to have an in depth knowledge of all of the disabilities that I may encounter. Instead, it will be important for me to ensure I know where I can get assistance and advice to help my students meet their learning needs. I need to have enough knowledge and appropriate strategies in place to ensure each student with a disability is well catered for in my classroom. As Obiakor et.al. (2012) point out, on the occasions that placement of students with disabilities in general education does not result in improved academic or social outcomes, but this is generally occurs when few or no adjustments are made to meet the students individual needs. This emphasises the need for adequate planning to cater for the students’ needs so they can feel valued, and experience success in learning. Reconstructing When presented with a situation where I will be teaching a student with a disability, I will need to ensure that I understand ways in which I can cater for that individual student’s needs. One way to do this is to prepare an Individual Education Plan (IEP) for students. IEP’s are specially tailored programs developed for students with disabilities, and are usually prepared by the teacher, qualified school psychologist or special education supervisor, the guardian and the student (where possible) (Woolfolk & Margetts, 2010). Obiakor, et.al. (2012), believe that “the inclusion for students with disabilities is most effective when teachers are collaborative and consultative”, so it will be important for me as a teacher to ensure I am using the support network and communicating with families of the student. Another important thing for me to consider with students with disabilities is that I will not only need to help them to experience educational success, but also to attend to their social and emotional needs. Osman (1987) pointed out that children with learning disabilities frequently lack social competence and peer acceptance. Glasgow (2013) also emphasised the need to ensure you assist students with disabilities to be socially accepted and involved, as well as the need to actively acknowledge them in the classroom. I believe that this will be an essential element in ensuring my future classrooms are successfully inclusive.

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References Australian Institute for Teaching and School Leadership, (AITSL) (2010). Australian Professional Standards for Teachers – Graduate teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers Booth, T & Ainscow, M. (2002). Index for inclusion: developing learning and participation in schools. Bristol, UK: Centre of Studies for Inclusive Education. Carrington, S., MacArthur, J., Kearney, A., Kimber, M., Mercer, L., Morton, M. & Rutherford, G. (2012). Towards an inclusive education for all. In Suzanne Carrington & Jude MacArthur (Eds), Teaching in Inclusive School Communities (pp.3-26). Milton, Qld: Wiley & Sons. Department of Education, Employment and Workplace Relations (DEEWR), (2005). Disability Standards for Education 2005. Retrieved from http://www.ddaedustandards.info/UB_DDA_Booklet_webA4.pdf Glasgow, K. (2013, May 13th). Inclusive education. [Lecture]. Retrieved from UWA Lecture Capture System. Marsh, C. (2010). Becoming a Teacher: Knowledge Skills and Issues 5ed. Frenchs Forest, NSW. Pearson Australia. Obiakor, F.E., Harris, M., Mutua, K., Rotatori, A. & Algozzine, B. (2012). Making inclusion work in general education classrooms. Education and Treatment of Children, 35(3), 477-490. Osman, B.B. (1987). Promoting social acceptance of children with learning disabilities: An educational responsibility. Reading, Writing, and Learning Disabilities, 3, 111-118 Streipe, M. (2013, May 6th). Equity and diversity in the classroom. [Lecture]. Retrieved from UWA Lecture Capture System. Woolfolk, A., and Margetts. K. (2010). Educational Psychology. Frenchs Forest, NSW. Pearson Australia.

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Reflection 4 – Assessment High stakes testing Reporting Week eight investigated aspects of assessment. A lecture on assessment was given by Winthrop Professor Helen Wildy (2013), as well as a workshop investigating aspects of assessment which included a question and answer online chat with Helen Wildy. Readings from Woolfolk and Margetts (2010) and Marsh (2010) also looked at aspects of assessment. The topic of standardised testing was raised, and its potential impacts on student learning and performance. Responding My biggest concern in the area of assessment is how to deal with national, high-stakes, standardised testing such as that of NAPLAN. I would like all of my future students to do well and succeed in these tests, but I want to ensure that I am not simply teaching to the test, but also teaching a broad range of skills that will be helpful to them throughout life. I am concerned about how I am going to achieve these goals when I begin my teaching career, and also how I can go about minimising student anxiety surrounding the tests, and increase parent and community understanding. Relating I have experienced many high stakes, standardised tests in my life, throughout primary school, high school and university. These types of tests do not affect me too negatively, but I know of many people who dislike these tests immensely. Issues surrounding NAPLAN are a very hot topic in the media, particularly around the time the results are released. Much research has been conducted on the potential benefits and impacts of high stakes testing on students. The Australian Primary Principals Association has identified various unintended consequences of high stakes testing in its position paper, including; narrowing of the curriculum as teachers teach to the test; untested curriculum areas being neglected; higher order thinking skills not being assessed and deceptive practices occurring including encouraging certain students not to attend on test days (APPA, 2009). Au (as cited in Thompson & Cook, 2012, p.245) claims that “despite massive expenditures of money, time, energy and expertise, high-stakes testing has done little more than amplify the inequities and inequalities experienced in schools that they were intended to fix”. On the other side of the debate it is claimed that NAPLAN provides a systematic basis for identifying individual students who are not meeting national minimum standards at various points in their schooling, and the data gathered can be used to target areas of concern at a school, regional, state or national level (Masters, 2010). Teachers need to be aware of all of these potential benefits and disadvantages when planning for teaching. Reasoning The research indicates that although there are many potential disadvantages of NAPLAN, there are many potential benefits as well. Regardless of my personal views on high stakes testing, it is in fact a reality that I will have to accept, so my only choice is to embrace it and try to handle it in a positive way. The National Professional Standards for Teaching, Standard 5 also states that teachers need to be able to assess, provide feedback and report on 10

student learning, indicating the importance of assessment in the teaching process (AITSL, 2010). Rather than looking at NAPLAN as a narrowing of the curriculum, it can be seen instead as focussing of the curriculum, a way to ensure that students are leaving school with at least the minimum requirements for leading a successful life. Many teachers from Yeh’s (2005) study were positive about high stakes testing, stating that they believed they were more focussed, goal oriented, and reflective about what they needed to teach. Taking a positive approach to NAPLAN will be important, and I will need to ensure that I develop my pedagogy in a way that I can achieve this when I start teaching. Reconstructing To ensure that my students are learning life skills, and not just test skills, I will need to ensure that I am not simply presenting them with countless practise tests to complete. I believe that a more effective approach would be to find out what the minimum standards are for my year group, and find out through diagnostic testing what the students already know, read through a number of tests myself to get a feel for the way the questions are represented and then incorporate this information in to my teaching plan. Yeh’s (2005), study supports this view, stating that interviewees in his US study asserted that teachers should prepare students for the test by integrating the skills needed to pass the test into the school curriculum throughout the year, rather than through isolated test preparation that narrowly focused on the types of items expected on the test. Another option for handling high stakes testing presented in Woolfolk and Margetts (2010) is to use testing as an opportunity for problem based learning. Ewy (as cited in Woolfolk & Margetts, 2010) challenged her students to answer the question, ‘how can we improve our test scores’. The students took ownership of their role in the test, and as a result, the students all met, or exceeded the national standards in all areas (Woolfolk & Margetts, 2010). This problem solving approach could be a great opportunity to develop children’s problem solving skills as well as helping to improve test results. As a teacher, I believe that it will be important for me to always be open to new ideas, teaching methods and professional development opportunities to improve my ability to help students meet standards, as well as gain valuable life skills. It will also be important to always reflect on the success of my current practices so that I can ensure the best education for my students.

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References Australian Institute for Teaching and School Leadership (AITSL), (2010). Australian Professional Standards for Teachers – Graduate teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers Australian Primary Principals Association (APPA), (2009). Australian Primary Principals Association position paper on the publication of nationally comparable school performance information. Retrieved from: http://www.appa.asn.au/papers/School-performance-information.pdf Masters, G. (2010). NAPLAN and my school: Shedding light on a work in progress. Teacher: The National Education Magazine, Aug, 22-25. Marsh, C. (2010). Becoming a Teacher: Knowledge Skills and Issues 5ed. Frenchs Forest, NSW: Pearson Australia. Thompson, G. & Cook, I. (2013). The logics of good teaching in an audit culture: A deluzian analysis. Educational Philosophy and Theory, 45(3), 243-258. Wildy, H. (2013, 15th April). Assessment and Learning. [Lecture]. Retrieved from UWA Lecture Capture System. Woolfolk, A., & Margetts. K. (2010). Educational Psychology. Frenchs Forest, NSW: Pearson Australia. Yeh, S.S. (2005). Limiting the unintended consequences of high-stakes testing. Education Policy Analysis Archives, 13(43), 1-24.

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EDUC 5504 Language and Literacy in Early Childhood Assignment 1 – Part 2 Learning Station Reflections

Sasha Claughton Student Number: 21279773

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Reflection for Literacy Station 1 – E-book/Fluency The focus for this reflection was originally going to be an e-book designed to help children practice fluency. The technology at the school was unfortunately very limited, and it was not possible to let the children work with the original e-book which had various links, videos, sounds and animations. An alternative book was designed with fewer features which focussed on the /f/ phoneme, and this was presented as a whole class lesson as per Appendix 2. The class involved was a year 2/3 mix, and spelling words for that week focussed on the various ways to spell the /f/ phoneme. The students were asked to find the /f/ words in the e-book text as a group, listening for a chime sound for a correct identification of the /f/ sound, or an explosion sound for a word with no /f/ sound. They then had to carry these skills over to their individual word hunt and word sort. Overall I was really pleased with the lesson, as the children were quite interested in using and interacting with the e-book. They all demonstrated to me that they were able to use the features of the e-book, including clicking on the words to make the sounds and turning pages. The shared experience of the e-book seemed to work quite well in preparing the children for the remainder of the lesson, which involved searching through other texts to find words with the /f/ sound, and sorting them into groups according to the spelling of the /f/ sound. My experiences with children in the past have shown me how engaging ICT can be. It was unfortunate that the original e-book was unable to be used in the classroom, but it has been noted in a previous study that poor technology in classrooms can sometimes prove to be a barrier to the implementation of digital storybooks (Oakley, 2011). When presented with these limitations, it is important that teachers are flexible and work with the resources that are available. The Australian English Curriculum for years two and three point out the need for children to be able to use digraphs and develop a knowledge of spelling rules (ACARA, 2013). When focussing on something as specific as spelling, I believe it is important to ensure that the ebooks are used in conjunction with other pedagogical methods. In this lesson, the use of ICT was linked with two commonly used methods of spelling instruction, a word sort and a word hunt as described in Fellowes and Oakley (2010). I believe that the preparation and subsequent changing of my e-book to adjust to the lack of technology at school was a positive experience overall. Technology is very likely to be a significant variable within schools and it is important that I am able to adapt to the varied situations in order to continue to use ICT in the classroom. Whilst preparing the word hunt lesson, I found it quite difficult to find a text that had a good spread of words with different spelling variations of the /f/ phoneme. The e-book was a perfect way to custom make my own text which used many different /f/ words. Having prepared this e-book for a specific lesson, I feel that I could now use this knowledge to create e-books for many other areas of spelling and literacy teaching. It is very useful to know that if resources or funds are limited, I can quite easily prepare an e-book for my students to assist in the teaching of specific concepts, either as a whole class or at an individual level as a literacy work station. The concept could easily be adapted for another spelling feature or principle, or as a fluency activity if audio recordings were added. I think it will also be necessary for me to learn how to use a variety of different types of e-book

creation software. This will ensure that regardless of the technology available in the school, I will still be able to prepare e-books when required.

REFERENCES Australian Curriculum, Assessment and Reporting Authority (ACARA), (2013). The Australian Curriculum: English (F-10). Retrieved from http://www.australiancurriculum.edu.au/English/Curriculum/F-10 Fellowes, J. & Oakley, G. (2010). Language, Literacy and Early Childhood Education. South Melbourne, VIC, Oxford University Press. Oakley, G. (2011). Preservice teachers creating digital storybooks for use in early childhood classrooms. Paper presented at the E-Learning (EL 2011) IADIS Multi conference on Computer Science and Information Systems Proceedings. Rome: IAIDIS.

Reflection for Literacy Station 2 – Vocabulary This reflection focusses on a vocabulary activity investigating affixes. Three different activities were prepared for this work station, although due to time limitations only one was able to be carried out during the practicum. The students were given a set of cards with base words and affixes written on them, and were asked to match the cards. This was followed by think, pair and share discussions about what the affixes might mean. The activity was carried out with four year 2/3 students. The mini lesson was carried out as per the appended lesson plan. Overall I felt that the lesson went well. The students were interested to find out what the prefixes and affixes meant, and appeared to be quite engaged in the activity of sorting the cards to pair up affixes with their root words. It became apparent during the lesson that the children did not know what prefixes and suffixes were as I had originally thought, so introducing the two terms at once did cause some confusion. There was also some initial confusion with matching the words with their affixes which was resolved with the provision of additional scaffolding and demonstration. Learning to recognise common prefixes and suffixes and how they change a word’s meaning is an important part of the Australian literacy curriculum (ACARA, 2013). Keiffer and Lesaux (2007) pointed out that an effective way to teach concepts of vocabulary including root words and affixes is to engage students in grouping words by prefix or suffix, and then discuss what these words share in meaning so the students can articulate their own meaning. This perspective directly relates to the activity designed for this learning station. The activity also relied on the benefits of using word games to increase student motivation to learn and practice new vocabulary, which have been discussed in the literature (Charlton et.al. 2005 and Wells & Narkon, 2011). This lesson has shown me that encouraging children to seek their own meanings in affixes and root words, as well as the use of word games to learn and practice these new words both appear to be effective ways to motivate children to learn new vocabulary. I strongly believe in the importance of helping students to discover meanings in the world around them. This is consistent with the constructivist view of learning outlined in Woolfolk and Margetts (2010, p. 372), where constructivism is defined as “a view that emphasises the role of the learner in building understanding and making sense of information”. I am interested to know more about how a constructivist view of vocabulary instruction would compare with other methods such as direct teaching. I would also be interested to know if the students would still be engaged in the activity if it was presented in a more formal format, rather than as a game. I decided to provide a little more structure for the activity than originally intended. This highlighted the importance of taking into account each student’s individual abilities and existing knowledge when delivering lessons, and to provide more scaffolding if necessary. For future lessons for children with similar abilities, I would focus on either suffixes or affixes, rather than both at once. The use of word games and constructivist theories to learn and practice new vocabulary will continue be a focus for me as a teacher, not only in vocabulary instruction but also in other areas of teaching. I believe that ensuring children are motivated and engaged is an essential part of delivering successful lessons, as well as ensuring that children develop an interest in learning.

EDUC5520 The Artistic and Expressive Child Assignment 2 – Reflective Journal Sasha Claughton Student Number 21279772

Artwork by Alissa Claughton using Paint Program.

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Pre-Service Teacher as Artist - Art Class with Leanne White Reflecting on the importance adequate visual art instruction for students.

Reporting During the week spent at Great Southern Grammar School, we attended an art class with Leanne White. Leanne began the class by explaining her motivation for teaching, then went on to explain her organisational strategies for an art class, including set up ideas and equipment needs (See Appendix 1). She provided us with a print out of what she considered to be the essentials for art teaching in early childhood. Leanne then went on to describe the various ways she ensures the class runs smoothly with small children, including going over rules at the beginning of each lesson, giving clear instructions to children, using a clapping game to draw children’s attention and giving each child an individual job at clean up time. Leanne began the actual art lesson with a class discussion, asking us if we had been swimming on the holidays. She then followed on to more direct questioning about where we went swimming and what we did in the water. She then instructed us to draw a picture of ourselves swimming on A2 paper using black oil pastels. She asked us to think about how our body was positioned in the water, and to draw a nice big image. At this time we were instructed that once the drawing was complete, we could go on to paint our pictures, then use edicol dye to paint the background water (See Appendix 1 for examples of the artwork in progress). After the allocated time was up, Leanne gained the attention of the class, and gave each of us a job for cleaning up.

Responding The art lesson with Leanne inspired me to want to ensure that my students receive ample opportunities to participate in visual art in my classroom. It also made me realise that anyone can achieve art like this with students in their own classroom, regardless of budget and space limitations. Planning and organisation appear to be key factors to achieving this. Furthermore, I realised how enjoyable the process of painting a picture was, and I feel that if I enjoyed it to that extent, I’m certain that students would also enjoy the process. This lesson also inspired me to want to further develop my own skills in the area of visual art.

Relating My art experiences through primary school consisted of structured visual art lessons with a visual arts teacher in a separate classroom. This experience was interesting as Leanne was referring to the fact that we may have to take on responsibility for the arts in our own classrooms as many schools do not have specialist art teachers. If this is the case, I will need to ensure that I am organised enough to achieve this in a manner that addresses the arts curriculum. Proper instruction in the visual arts is important, as it can encourage multiple solutions to problems, prize innovation and imagination, and rely on the use of judgment 2

and sensibility (Wilks, 2003, p. 27). Despite this importance, they are not necessarily viewed by all as worthy of having equal status with other core subjects (Wilks, 2003, p. 27). The National Education and The Arts Statement (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2005, p. 3), states that learning of the arts is vital to students’ success as individuals and as members of society, emphasising not only creativity and innovation, but also the values of broad cultural understanding and social harmony that the arts can engender. The Draft Australian Art Curriculum has also recognised the importance of the arts, and states that the arts is based on the principle that all young Australians are entitled to engage fully in all the major art forms and to be given a balanced and substantial foundation in the special knowledge and skills base each,’ (Australian Curriculum, Assessment and Reporting Authority, 2011, p. 9). The Western Australian Curriculum Framework also outlines the importance of the arts, stating that the arts contribute to the development of an understanding of the physical, emotional, intellectual, aesthetic, social, moral and spiritual dimensions of human experience (Curriculum Council of Western Australia, n.d., p. 2). In reality, some teachers may be held back by their perceived lack of skill in these areas, and also by lack of space and resources (Cox, A., Grahame, J., Herne, S., McAuliffe, S. and Watts, R., 2007). There are some resources available for teachers to assist in their own skill development and practical ideas for organising, planning and implementing a successful and broad arts program, as well as using and developing appropriate art language (Cox et al. 2007 and Schirrmacher, R., and Fox, J.E., 2009). Despite the availability of resources, many teachers still lack confidence in teaching these areas (Cox. A. et al. 2007), and it may be necessary for many teachers to participate in professional development to increase teacher confidence in this area.

Reasoning It was interesting for me to realise that I may have to be solely responsible for the arts education of students in my future classrooms. Not having a strong background in arts, I originally found this a little daunting. Having participated in this lesson, I have realised that with adequate preparation and planning, and by being willing to take risks, I can ensure that my students receive this arts education that is so important to their wellbeing and development. Educating children in the arts is not necessarily about being an amazing artist yourself, but being willing to take risks, encourage students to do the same, and having a go. Arts is not only for talented people with special skills in the area of art, but it is for all of us as a way that we can express ourselves and explore our identities. Although this is the case, it will also be important for me to ensure that I engage in professional development in visual arts to continue to increase my skills and knowledge, and to ensure that I am meeting Professional Teaching Standard 2, know the content and how to teach it (Australian Institute for Teaching and School Leadership, 2010).

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Reconstructing I believe it is important for me as a teacher to remember the importance of arts in education, and maintain this as part of my teaching philosophy. I will need to ensure that I am willing to take risks in art education with my students so that they can explore and discover arts for themselves. It is also essential to keep these ideas in my mind and stay highly organised as a teacher, always looking out for things that could be used as materials for art. When I begin teaching, I believe that it will be important for me to ensure that a good range of different visual arts are included throughout the year, rather than just playing it safe with only drawing and painting. Many teachers may rely on only painting and drawing as visual arts education, but for children who may not have well developed skills in these areas, they may lose interest in the arts (Cox et al. 2007, p.31). I will endeavour to ensure that my students have opportunities to explore and discover a wide range of different artistic skills including print making, textiles, sculpture, collage and ICT. Limited resources in schools may make this difficult at times, but I can try to overcome this by approaching local art stores for donations of materials and asking parents to contribute recycled materials that might be useful for art. I can also ask parents and members of the community in to come and share their skills with students to try to build on areas where my skills may be lacking. I believe that visual arts can link in with many other curriculum areas, including literacy, mathematics, science, society and the environment and many others. Linking visual arts with these various areas will help me to ensure that I am covering art in a variety of different ways, and making the most of limited time and resources in the classroom.

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The Child as Artist –Year 1 Music with Hayley Burns Reflecting on the importance of developing confidence in teaching music in primary schools.

Reporting Group B attended at year one music class run by Hayley Burns. Due to time limitations, we only witnessed the second half of the lesson. Hayley was exploring the concept of loud and soft sounds with her students in a variety of ways. She placed four different instruments in the middle of a circle of students sitting on the floor (See Appendix 2 for examples of instruments used). She asked them to close their eyes and listen carefully to see if they could hear which instrument was being played. The students then took turns at playing the instrument in the centre either loudly or softly. Next each student received an instrument. After demonstrating how to use the instruments, Hayley asked them copy the sounds she made on her instrument. She varied from loud to soft sounds, and also encouraged them to try and match the number of beats and the rhythm. She also did one piece where the four beats got progressively louder, although some students struggled with this concept. Students were offered the opportunity to make a rhythmic pattern with their instrument, and the class would copy it. Hayley encouraged them to try and use variations on the beat of four. Hayley then introduced a new activity, and began this by reading the story, ‘The Tortoise and the Hare’. Half the students were given a soft sounding instrument to represent the hare and the other half a loud sounding instrument to represent the tortoise. The students then had to play their instruments during a second reading of the story at the appropriate cues (the words ‘tortoise’ and ‘hare’). The tortoise made slow, loud sounds and the hare made fast, soft sounds. To finish the lesson, Hayley gave out stickers, and then discussed with the students what they had learnt that day, asking them to recount which sounds they recalled that were loud or soft.

Responding I really enjoyed observing this lesson, as the children’s enthusiasm was very evident. As I don’t have much experience in music education, I was really excited to watch this lesson and see how a typical music lesson in the early years might be constructed. It did occur to me that although Great Southern Grammar has this fantastic range of instruments, the school I end up working for may not have the resources for this great range of instruments, so I may have to improvise. I noticed that the activities of the lesson changed quite often, and seamlessly, which I think would be really important in a class full of young children to keep them focussed.

Relating

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My only experiences of music throughout primary and high school were a few recorder lessons in year four, and the occasional participation in group singing for an assembly item. Therefore I don’t have a lot of confidence or experience in the field of music, so this was quite an interesting experience for me. There is considerable coverage of music skills in the Draft Australian Arts Curriculum (Australian Curriculum, Assessment and Reporting Authority, 2011). This lesson related well to two of key descriptions and corresponding elaborations from the Draft Australian Arts Curriculum (Australian Curriculum, Assessment and Reporting Authority, 2011), including description 2.1. Play with and explore sound, silence and sound sources, and 2.3. Learn about and recognise the elements of music as they sing, play and compose. Research has shown that well developed music programs can assist children in their social and emotional development (ABC Music and Me 1, n.d.), can provide gains in essential mathematics skills (ABC Music and Me 2, n.d.) and can have a positive impact on young children’s development of language and early literacy (ABC Music and Me 3, n.d.).The National Review of School Music Education has also clearly stated the role of music in child development and learning, and states that international and national research shows that music education uniquely contributes to the emotional, physical, social and cognitive growth of all students (Department of Science, Education and Training, 2005, p.5). The importance of music instructions is clear, as it will not only help develop individual skills, but also assist children to develop in a holistic way by linking areas of learning. Teacher confidence in teaching music can often be an issue. A recent study addressed the fact that Australian generalist primary teachers were often anxious about, and lacked confidence in teaching music and, therefore often ended up omitting this subject from their program (Russell-Bowie, 2010, p.77).With regard to generalist primary pre-service teachers, they often enter their education courses with very little background in music and low confidence levels (Russell-Bowie, 2010). Other recent research has shown the importance of improving teachers’ professional skills in music through collaboration and professional development programs in order to increase their confidence in teaching music (Bainger, 2010). It is important for this professional development to occur in order for teachers to be consistent with the Australian Professional Standards for Teachers, Standard 2, Know the content and how to teach it, and Standard 6, Engage in professional learning (Australian Institute for Teaching and School Leadership, 2010).

Reasoning Before attending this class, and indeed the week at Great Southern Grammar, I thought music was mostly about learning an instrument, learning to read music and studying great composers. I hadn’t really spent too much time thinking of the fact that music education in a classroom situation is all about getting kids to have a go. You don’t need any special musical ability to be able to have fun with and learn about music. Using simple instruments children can learn about musical elements such as loud and soft, beat and rhythm, matching and be able to be creative. For some students this might lead onto a greater passion for music, and perhaps even the development of a great talent. For many students though, the experience 6

will simply reinforce their education and provide them with additional tools for selfexpression.

Reconstructing In order for me to become a confident classroom music teacher, I feel that I will need to ensure that I make the most of professional development opportunities in this area whenever they are available. If there is a lack of availability of these courses, then it will be necessary for me to think outside the square in order to improve my skills and knowledge in this area. Private lessons in a musical instrument, collaboration with specialist music teachers and reading widely online could all be options for increasing my skills. Lack of resources will also not deter me from ensuring adequate music instruction for my students. There are many ways that music instruction can be carried out through use of handmade instruments and by improvising with what is available. Involving students in the creation of musical instruments will also add to their arts education overall, combining visual arts with music, and even technology and enterprise. I now know that music instruction is very important for children throughout primary school, and particularly in the early years when language development is taking place. This knowledge will help to shape my teaching philosophy, and to ensure that I give music instruction the role it deserves in a classroom situation, and incorporate it in to as many different curriculum areas as I can.

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References ABC Music and Me, (n.d.). The Impact of Music on Language and Early Literacy: A Research Summary In Support of Kindermusik’s ABC Music & Me. Retrieved from http://www.abcmusicandme.com/documents/Impact_of_Music_on_Literacy.pdf

ABC Music and Me (n.d.) The Impact of Music on Mathematics Achievement: A Research Summary In Support of Kindermusik’s ABC Music & Me. Retrieved from http://www.abcmusicandme.com/documents/Impact_of_Music_on_Math.pdf ABC Music and Me (n.d.). The Impact of Music on Social-Emotional Development and Academic Success: A Research Summary In Support of Kindermusik’s ABC Music & Me. Retrieved from http://www.abcmusicandme.com/documents/Impact_of_Music_on_Social.pdf Australian Curriculum, Assessment and Reporting Authority. (2011). DRAFT Australian Curriculum: the Arts Foundation to Year 10. Retrieved from http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Arts_Foundation_t o_Year_10_July_2012.pdf

Australian Institute for Teaching and School Leadership, (2010). Australian Professional Standards for Teachers – Graduate teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers Bainger, L. (2010). Music collaboration with early childhood teachers. Australian Journal of Music Education, 2, 17-27. Retrieved from Informit. Cox, A., Grahame, J., Herne, S., McAuliffe, S. and Watts, R. (2007). Art and Design Processes. In S. Cox and R. Watts (Eds.) Teaching Art and Design 3-11. Reaching the Standard Series pp. 31-83. London: Continuum. Retrieved from University of Western Australia Course Materials Online. Department of Science, Education and Training, (2005). National Review of School Music Education. Retrieved from http://researchrepository.murdoch.edu.au/9459/ Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2005). National Education and the Arts Statement. Retrieved from http://www.mceecdya.edu.au/verve/_resources/National_Education_Arts_Statement.pdf 8

Russell-Bowie, D. (2010). A ten year follow-up investigation of preservice generalist primary teachers' background and confidence in teaching music. Australian Journal of Music Education, 2, 76-86. Retrieved from Informit. Schirrmacher, R. and Fox, J.E. (2009). The Elements of Art. In Art and Creative Development for Young Children pp. 134-153. New York: Thomson Delmar. Retrieved from University of Western Australia Course Materials Online. Western Australian Curriculum Council, (n.d.). Curriculum Framework Learning Statement for the Arts. Retrieved from http://www.scsa.wa.edu.au/internet/Years_K10/Curriculum_Framework

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Appendix 1- Images from Art Class

Organisation of art materials

Paint storage ideas

Art works in progress

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SSEH5689 Physical Development, Movement and Health

Assignment 1 Reflections on Health and Physical Education Observations

Sasha Claughton Student Number 21279772

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Reflection 1 – Year 4/5 Health Lesson Reporting This reflection is based on the observation of a Year 4/5 Health Lesson. The lesson focussed on risk taking, recognising the difference between being courageous and being foolhardy. The teacher began by revising the previous lesson with the students. This was followed by a PowerPoint slide focussing on the difference between brave and foolhardy behaviour, with children helping to provide examples of each. Students then worked with a partner to write down examples of past risk taking behaviour, followed by a class discussion. For the final activity, the students were paired up again, and each pair was given a card with a potentially risky situation on it. The students then had to talk with one another to create a continuum from foolhardy to brave for their situations, then discuss the results as a class. To conclude, the teacher led a class discussion recapping the main elements of the lesson. Responding This lesson was very interactive, and the students were very eager to participate in the class discussions. It was really great to see so much group work and discussion, even though this meant that the class was noisy for the majority of the lesson. The use of varied teaching strategies including PowerPoint slides, class discussions, partner work and a whole class activity kept the students engaged for the duration of the lesson. I liked how the teacher revisited the previous lesson, and used situations that were relevant to the students to activate their prior knowledge and keep them interested. There did appear to be some behavioural issues when children were invited to choose a partner for the activity, and it would be interesting to find alternative ways of doing this. Relating The topic that was covered in the observed lesson is relevant to many areas of both the Draft Australian Curriculum (ACARA, 2012) and the Western Australian Curriculum (2007). Areas of the curriculum for Years 4 and 5 that will benefit from a good understanding of bravery and risk taking behaviour include drug education, wellness, lifestyle choices and safety (ACARA, 2012 and DetWA, 2007). All of these areas specifically address the need for students to be able to identify risky situations and to make choices to reduce or eliminate risk. The group work and partner activities also enabled students to develop their interpersonal skills, another important element of the Health and Physical Education Curriculum (ACARA, 2012). This lesson provided a great opportunity for the teacher to address the cross curriculum priorities of literacy through writing and oral language activities. I have experienced a number of health lessons throughout my practicum this year, as an observer and as a teacher. Through my observations and experiences, it appears that Health lessons seem to be most successful when students are engaged, and the activities are linked with student’s prior knowledge and their lives outside the classroom. This is supported in Woolfolk and Margetts (2010) where authentic learning experiences linked to prior knowledge are known to help maintain student engagement. I found that using interactive, student-centred activities helped students to remain engaged, and to develop their knowledge and skills.

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A few behavioural issues arose from a decision to allow students to choose a partner for one activity. Although the benefits of collaborative learning are well documented (Woolfolk and Margetts, 2010), they also point out that one of the dangers of group learning can be that socialising may take precedence over learning. Reasoning I believe that the reason for the overall success of the lesson was the successful use of interactive, student centred activities to develop the students’ knowledge of risk taking behaviour. School Drug Education and Road Aware (SDERA, 2004) describe one of the principles of effective pedagogy for health education as using student-centred, interactive strategies to develop students’ knowledge, skills and values. It has long been known that activity centred learning is beneficial for developing critical thinking skills, and promoting behavioural change (Hammes, 1986), which is what is required of students to enable them to apply Health skills in real life situations. Group work, cooperation and collaborative learning are also known to create ‘heightened interest in situations where learning…is supported by other individuals’ (Webb & Palincsar, 1996 in Woolfolk & Margetts, 2010, p. 364). Reconstructing One issue previously mentioned that was noticed in the classroom was the behavioural issues surrounding the decision for the students to choose their own partner for the paired activity. To reduce the potential of these distractions in the future, I would consider having the children work in partners already assigned to them by existing seating arrangements. For future Health lessons, I would continue with the strategy of providing student centred, interactive activities. Although I have some knowledge of teaching strategies, my knowledge of Health Education content is still limited. Limited knowledge in the area of Health has been documented as a barrier for teachers in past studies (Thackeray, Neiger, Bartle, Hill & Barnes 2002). I believe it will be important for me to extend my knowledge in this area through extensive reading of relevant resources, including those such as ‘Challenges and Choices’ (SDERA, 2013). Reflection 2 – Year 1 Health Lesson Reporting The observed lesson for this reflection was a Year 1 Health lesson focussing on the contents of a first aid kit. Initially the students gathered on the mat at the front of the room, and the teacher led a class discussion about the previous session, asking them to recall the items that might be found in a first aid kit. The teacher then went through various items of the first aid kit with children, trying to activate children’s prior knowledge of some of the items. The students then completed an independent worksheet which asked them to draw and label five things you might find in a first aid kit. The students worked on this activity until the end of the session. Unfortunately there was not time for a conclusion to the lesson. Responding Some of the positive things I noticed in this lesson were the teacher’s obvious positive relationship with the children, and the behavioural management of the students. The students were all very well behaved throughout the lesson, and were given gentle reminders throughout as to the expected behaviours, as well as prompts such as ‘eyes and ears this way’. 3

Although the students were well behaved during mat time, I noticed that there was a lack of engagement by many members of the class while the worksheet was being completed. Despite this, they did seem to complete most of the activity within the allotted time. I felt that in this situation there could have been an opportunity for some more hands on, interactive activities to help achieve the goal, although this could have been hindered by time constraints. Relating Through my practicum experiences, I have seen some Health lessons delivered in a similar way to the observed lesson, with a general class discussion followed by seat work such as a worksheet or answering questions. When comparing this to my other experiences of observing and teaching more interactive Health lessons, I find that student interest and engagement is not as high for the discussion/worksheet presentation of the lesson. This is supported in the literature, as it has long been known that student centred, interactive activities and collaboration help to create heightened interest in the subject area, and can create longer lasting behavioural change (SDERA, 2004, Hammes, 1986 and Webb & Palincsar, 1996 in Woolfolk & Margetts, 2010). The Australian Curriculum and the WA Curriculum also outline the importance of play, hands on experiences, concrete materials and ICT in children’s learning and development (DetWA, 2007 and ACARA, 2013). Reasoning Although the literature shows that children can benefit from Health instruction that is student centred and hands on, in reality, there are many factors that can make these unachievable at times. Factors that can reduce teachers’ ability to teach interactive Health lessons may include limited time to teach or prepare for lessons, whole school policies relating to the teaching of Health lessons and lack of knowledge or experience in effective Health pedagogy. Lack of knowledge in areas of Health has been shown to be a limiting factor for the effective teaching of the subject (Thackeray, et.al., 2002). A recent study also showed that one of the common barriers to effective instruction in health is the lack of proper training for teachers, particularly at the primary school level (Fahlman, Hall & Gutuskey, 2013). Reconstructing There are some ways that the lesson could be adapted in the future to provide a more hands on, interactive experience for the students. One possibility is to allow students to explore some of the safer items of the first aid kit in groups, discussing the names and potential uses for each item. There are also opportunities to utilise ICT to make the lesson more engaging, including websites such as the British Red Cross’ (2013) website which contains a range of role play activities, quizzes, games and first aid videos particularly suited to helping students gain an understanding of basic first aid skills. Many local ambulance operators are also available to run primary school courses on First Aid, but even a visit from an ambulance officer discussing the importance of basic first aid may help to engage students further. To help deal with issues of limited time, first aid concepts could also be integrated with other curriculum areas such as literacy or art.

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Reflection 3 – Year 4 Physical Education Lesson Reporting The observed lesson for this reflection was a Year 4 Physical Education lesson for 10 students focussing on rugby skills. Initially, the teacher talked to the students about the main rugby concepts, then demonstrated both the correct and incorrect ways of passing and handling the ball. The students then moved on to a warm up game where students were split into two groups, and each team had to ensure that there were 5 passes uninterrupted by the other team before they were able to score a goal. Following this game, students were then sent in the same teams to either side of a marked out rectangular field, and each team given the role of defender or attacker. When their names were called, two players from the attacking side had to try and score a touchdown against one defender from the other team. After each student had a turn, the roles were reversed. The teacher took a video recording of each student to record the focus rugby skills. To finish, students played a game of dodge where they were tagged by someone holding the ball rather than throwing the ball. Responding Overall I think the lesson went well, and the students seemed to enjoy most of it. I thought it was really great how the teacher explained the rules to the students first, and modelled the correct and incorrect way of handling the ball. The warm up game was also great as it encouraged everyone to participate, rather than only the few who were confident in ball handling. Team members had to utilise every player to help them to score a goal. I did notice some issues for the main activity, as it seemed that the class had been divided into a stronger team and a weaker team. The weaker team experienced little success for the entire activity, and appeared to lose interest. The finishing game of dodge was very popular with the children, but I also noticed that once the weakest runner got ‘it’, he remained it for the rest of the game as he was unable to catch anyone. Despite these issues, the teacher maintained positive and constructive feedback throughout the lesson, which I believe was well received by the students. Relating This lesson on rugby skills directly related to the Draft Australian Curriculum, which states that “students in Year 3-6 further develop and refine their fundamental movement skills, learn about the common features of games and expand their understanding of movement strategies and different tactical solutions” (ACARA, 2012, p.14). I am not very familiar with Rugby, and have not seen any physical education lessons delivered on this game, so it was interesting for me to also learn some of the rules and strategies of the game that I could potentially apply in the future. The teacher provided regular feedback to the students participating in the activities, both positive and corrective. It is important to provide students with a variety of feedback types as research has shown that varying the type of feedback given can help to increase the achievement levels of students, whereas using only one type can sometimes cause issues of dependence, or a focus on errors (Silverman, Tyson & Krampitz, 1993 and Mosston & Ashworth, 2001). Reasoning Towards the middle of the lesson, some of the students from the side who was continually 5

losing appeared to be losing motivation and interest in the game. In order to help students to develop an appreciation of sports so that they take this with them into later life, it is important that they have positive experiences. Martens (1996) outlines the importance of children having positive experiences in physical education, and being able to experience success as a prerequisite for future enjoyment of that sport. On the other hand, Martens (1996) goes on to say that children who have negative experiences will not have a sense of worth in that activity, and are unlikely to choose it again voluntarily in the future. Reconstructing Observing this lesson has helped me to realise the importance of varied feedback, as well as the importance of ensuring that all students have the opportunity to experience success and enjoyment during physical education activities. I believe that it is important to take notice if teams are unevenly matched in a situation such as this, and be prepared to switch people around on teams at different stages of the activity. In order for me to successfully teach Physical Education, it will be important to engage in professional development opportunities. Petrie (2010) found that generalist teachers benefit from professional development opportunities that allow for the transfer of pedagogical strategies and skills from the classroom to the Physical Education context, as well as opportunities to develop content knowledge associated with Physical Education. Professional development will enable me to develop the appropriate skills to ensure that I can successfully instruct students in Physical Education.

References Australian Curriculum, Assessment and Reporting Authority (ACARA), (2012). The Australian Curriculum: Health and Physical Education (F-10). Retrieved from http://consultation.australiancurriculum.edu.au/Static/docs/HPE/F-10Curriculum.pdf British Red Cross (2013). Life. Live It. First aid education for children. Retrieved from http://www.redcross.org.uk/What-we-do/Teaching-resources/Teachingpackages/Microsite/Life-Live-it-first-aid-education-for-children

Department of Education and Training, Western Australia (DetWA) (2007). Middle childhood – Health and Physical Education – Integrated scope and sequence. Retrieved from http://www.det.wa.edu.au/curriculumsupport/k10syllabus/detcms/navigation/health--physical-education/?page=2&#toc4

Department of Education and Training, Western Australia (DetWA) (2007). Children’s learning in the early childhood phase. Retrieved from http://www.det.wa.edu.au/curriculumsupport/k10syllabus/detcms/navigation/health--physical-education/?page=2&#toc2

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Fahlman, M.M., Hall, H.L. & Gutuskey, L. (2013). The impact of a health methods class on pre-service teachers' self-efficacy and intent to teach health. American Journal of Health Education. 44(6), p.316-323.

Hammes, M. (1986). Guidelines to assist classroom teachers in designing and implementing student involvement techniques. Health Education, 17(4), p. 48-49.

Martens, R. (1996). Turning kids onto physical activity for a lifetime. Quest, 48, p. 303-310.

Mosston, M. & Ashworth, S. (2001). Chapter 4 – Feedback. In: Teaching Physical Education. Merril Publishing Company, Columbus.

Petrie, K. (2010). Creating confident, motivated teachers of physical education in primary schools. European Physical Education Review. 16(1), p. 47-64.

Thackeray, R., Neiger, B.L., Bartle, H., Hill, S.C. & Barnes, M.D. (2002). Elementary school teachers' perspectives on health instruction: Implications for health education. American Journal of Health Education, 33(2). p. 77-82. School Drug Education and Road Aware (SDERA) (2004). Overview and Summary of the principles of school drug education. Retrieved from http://www.det.wa.edu.au/sdera/detcms/navigation/for-schools/resources/principles-forschool-drug-education/

School Drug Education and Road Aware (SDERA) (2013). Challenges and Choices: Middle childhood resource for resilience and drug education. Retrieved from http://www.det.wa.edu.au/sdera/detcms/navigation/for-schools/resources/challengesand-choices/

Silverman, S., Tyson, L. & Krampitz, J. (1992). Teacher feedback and achievement in physical education: Interaction with student practice. Teaching and Teacher Education. 8(4), p. 333344.

Woolfolk, A. & Margetts, K. (2010). Educational Psychology. French’s Forest, NSW, Pearson Australia. 7

EDUC5502 Teaching Mathematics in the Early Years

Assignment 1 What do children know about numbers?

Sasha Claughton Student Number 21279773 Albany Campus

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Part F: Personal Reflection How the assignment challenged my ideas of young children’s mathematical abilities. Reporting This assignment required students to carry out three thinkboards using three different one and two digit numbers with a year one student from a local school in Albany, Western Australian. The students showed us how much they knew about number by completing the four sections of the thinkboards, symbol, picture, story and concrete things. We were asked to provide information about thinkboards and why they were used, what we thought the child knew about number based on their thinkboard responses, what we might do for the next two lessons to help address any areas of need for the child, and provide researched rationalisation for these choices. Responding I believe it is very important as a teacher to try to gain as much information about what your students already know about number, and what misconceptions they may have, to ensure that teaching is targeted for the students. I feel that it would be much easier to try and plan for future teaching if you know exactly what you are planning for. Additionally, this assignment has helped me to realise that there are a lot of areas for possible misunderstanding in early maths development, and it is important to address these as soon as possible so that later learning and understanding in maths is not affected. Relating I have no memory of my early impressions of number and place value, which may the case for many teachers. This is why it is so important for teachers to learn and understand the potential areas for misunderstanding in mathematics for children, and know how to teach these concepts correctly. For mathematics success, students need to have not only an instrumental understanding of mathematics, but also a relational understanding, they ‘why’ of mathematics (Siemon, et.al. 2011). Assessment for learning, rather than only assessment of learning, is important for teachers to carry out on a regular basis (Siemon, et.al. 2011), to ensure that any misconceptions are addressed and corrected as early as possible, and to help encourage full relational understanding. The importance of early intervention for misunderstandings in maths is well documented (Clements and Samara, 2011 and Woolfolk and Margetts, 2010, p.33). There are many common errors that students make in their understandings of mathematics, but these can be identified and addressed using tools such as thinkboards. Reasoning This assignment has given me some insight into the processes by which children learn, and the importance of ensuring relational understanding, rather than instrumental understanding of mathematical concepts. It is interesting to read about ways of helping children to gain this deeper understanding, and I would like to continue to educate myself in this area throughout my degree to ensure that I have a good understanding of the best ways to help students achieve this understanding. 2

Reconstructing I have always believed in the importance of ensuring children have a good understanding of mathematical ideas, rather than just rote learning facts, but this assignment has helped me to increase my knowledge as to how I would go about this as a teacher. It has introduced me to a tool which I can use as a teacher, showed me the importance of using such tools, and also outlined some common misconceptions to be aware of for when assessing students understanding. The knowledge I have gained is consistent with The National Professional Standards for Teachers, Standard 1, know students and how they learn, Standard 2, know the content and how to teach it, Standard 3, plan for and implement effective teaching and learning, and Standard 5, assess, provide feedback and report on student learning (Australian Institute for Teaching and School Leadership, 2010). Although I believe I will use thinkboards as a diagnostic tool, I think it will also be important to go beyond what is on the thinkboard, and try to find out as much as I can about what each student knows about numbers. I believe it will be important to use the time spent with the child asking additional questions about number, perhaps asking them to write down several other numbers without making the concrete, pictorial and story links, to see how far they can write numbers and count, and also to try and prompt them to use ideas of grouping numbers and place value to get an understanding of their readiness to move into the area of learning about place value.

References Australian Institute for Teaching and School Leadership, (2010). Australian Professional Standards for Teachers – Graduate teachers. Retrieved from http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers

Clements, D.H. and Samara, J. Early Childhood Mathematics Intervention. Science. 333(6045), p. 968-970.

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R. and Warren, E. (2011). Teaching Mathematics: Foundations to Middle Years. South Melbourne, Vic. Oxford University Press.

Woolfolk, A. and Margetts, K. (2010). Social Cognitive and Constructivist Views of Learning. In Educational Psychology (pp. 336-373). Frenchs Forest, NSW. Pearson Australia.

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Classroom Management Strategies (CMS) Pre-service teacher reflective task – Sasha Claughton - 22179773 Part 1 – Predict what student unproductive behaviours you are expecting to encounter on your next practicum. As I will be teaching a year 7 class, some of the unproductive behaviours that I expect to encounter are students talking while I am talking; students being off task; students distracting other students; students answering back; students not listening to instructions; and students not engaging with lessons. I’m sure others will present themselves throughout the prac, but as there are limited behavioural issues in my prac class at this stage, I think it is unlikely that I will encounter any major episodes of violence etc.

Part 2 – Describe a clear example of how you utilised actual techniques from the workshops to either prevent or respond to student unproductive behaviour in a class that you taught. One particular technique I utilised a lot was the signal to begin. I always made sure that the beginning signal was clear, and that I waited for all students’ attention before beginning the lesson. I also relied on some of the particular teaching strategies including expert groups, jigsaw and think, pair, share to help engage students more in the lessons I was giving. I was also conscious of allowing wait time for students when I asked a question, and sometimes chose students without their hands up to ensure everyone was accountable. I also utilised the advice about transitions, ensuring that instructions were clear and everyone knew what they were supposed to be doing. Low techniques such as scanning, the look and proximity also featured regularly.

Part 3 – Was there any change to your practice from your previous teaching experience? Can you describe this change? Yes, definitely. In the previous practice, I only had a few whole class lessons, and I was nervous so I didn’t seem to have the ability to recall all of the CMS strategies while teaching. During this practice, my confidence slowly increased, and therefore I was able to focus more on the lessons I was delivering and whether the students were engaging with the content. I was also more able to focus and recall the CMS strategies we were taught and apply them throughout lessons where appropriate to help me keep the lesson running more smoothly. I also found that throughout the three week period, I was becoming more familiar with the use of some of the CMS techniques, and was able to use them without consciously thinking about which strategy I was using. It became more of a natural thing to assess the situation and decide on the spot which technique would be appropriate. I still have a lot of work to do in this area though, and need to become better at some of the strategies, and continually build my knowledge of CMS strategies to ensure that my classes run smoothly and the children are able to learn in a safe environment.

EDUC5508 Integrated Studies from K-7: Science Focus

Assignment 1 Reflection on Children’s Views on Science Research

Sasha Claughton Student Number: 21279773

Reflection Reporting This assignment investigated the importance of finding out students pre-existing alternative conceptions surrounding the science topic of ‘light’. Common alternative conceptions that students hold about this topic were researched, as well as the current accepted scientific knowledge about light. Two students were then selected to participate in a range of activities designed to see if they held any alternative conceptions about light. These findings were documented and compared to the literature which found some alternative conceptions that were similar to those suggested in the literature, and some that were not. Two activities were suggested that would challenge the students existing alternative conceptions. Responding Researching into the possible alternative conceptions for the science topic of ‘light’ was very interesting, as we tend to generally seek out factual or peer reviewed information when researching topics. This assignment was purposefully different, as we were required to find all the potential incorrect information, or alternative conceptions. The activities designed for the students who participated in the study were well received, and they students appeared relaxed enough to comfortably share their ideas with us. Relating Research has consistently supported the importance of having being aware of children’s alternative conceptions when investigating science topics (Dawson & Venville, 2007 and Skamp, 2012). Although I do not have a great deal of experience in teaching science, reflecting on this limited experience, I can see how important it is to first find out what students know, and what there alternative conceptions are when planning for teaching. Research has also shown that despite extensive teaching in areas of science, it can sometimes be surprisingly difficult to shift students’ alternative conceptions (Dawson & Venville, 2007 and Deakin University, 2014). In order to do this, it is important to enable students to perform their own hands on, engaging investigations, both individually and as part of a group in order for them to begin to challenge their own ideas (Skamp, 2014). Reasoning Having a fairly strong background in science, I felt that I would find the teaching of science relatively easy. I was quite surprised to find that although I may have had a good understanding of science

content, I knew relatively little about the alternative conceptions students may hold about scientific topics, and the impact this could potentially have on the effectiveness of my future science teaching. It was very interesting to discover some of these alternative conceptions first hand by doing a range of activities with the two children who participated in the study, and to discover where their alternative conceptions aligned with the literature, and where they differed. Reconstructing This assignment will have a big impact on my future teaching in science. I believe that it will be necessary for me to ensure that I am well prepared and researched on the possible alternative conceptions associated with each topic that I will be required to teach. This will ensure that I am able to help students to challenge their existing ideas and help them to build new ones. In order to do this, it will also be essential for me to start each unit with some exploration into what my students already know, and identify alternative conceptions they may have. In order to address them, it will be important to allow the students to participate in hands on, engaging investigations that challenge their existing ideas, and enable them to work towards creating new ones.

References Dawson, V., & Venville, G. (2007). The art of teaching primary science. NSW, Australia: Allen and Unwin. Deakin University (2014). Science Concepts Years 5-10: Light. Retrieved from http://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/years5-10/pdfs/light.pdf on 29th March, 2014. Skamp, K. (2012). Teaching primary science constructively. (4th Ed.). Victoria, Australia: Thomson.